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Report of a Survey of State Mathematics Supervisors: What influence has NCTM's Curriculum Focal Points had on state-level specification of learning goals?
(2007-09)
An e-mail survey was conducted in the summer of 2007 to obtain information from state
supervisors of mathematics (employees of state departments of education with primary
responsibility for K-12 curriculum leadership) ...
High School Mathematics: State-Level Curriculum Standards and Graduation Requirements
(2007-04)
The federal No Child Left Behind (NCLB) Act has prompted increased activity at the state level in the specification of mathematics curriculum learning goals in the United States. As a direct result of NCLB, 39 states have replaced or revised...
Agent of Change: NSF Sponsored Mathematics Curriculum Development
(NCSM Journal of Mathematics Education Leadership, 2007)
these factors is the lack of consensus of state standards on what and when certain topics in mathematics should be addressed. The variability of grade placement of key mathematics learning goals across different state standards results in excessive repetition...
Development of State-Level Mathematics Curriculum Documents: Report of a Survey
(Center for the Study of Mathematics Curriculum, 2005-03)
Recent federal initiatives, most notably the No Child Left Behind (NCLB) legislation,
have exerted substantial influence on state and local decision-making. One element of
the educational system that has been affected ...
Intended Mathematics Curriculum as Represented in State-Level Curriculum Standards: Consensus or Confusion?
(2006-04)
-level mathematics curriculum
specification in the U.S. and highlights a general lack of consensus across states. As
states continue to work to improve learning opportunities for all students, we hope this
report will serve as a useful summary to inform future...
What is the Focus and Emphasis on Calculators in State-Level K-8 Mathematics Curriculum Standards Documents?
(NCSM Journal of Mathematics Education Leadership, 2006)
We conducted our own analysis of official state mathematics curriculum standards documents so that we might understand and describe the extent to which states support use of calculators in elementary and middle school mathematics classes...
Secondary mathematics teachers' informal inferential reasoning : the role of knowledge structures for measures of center, spread and shape
(University of Missouri--Columbia, 2017)
This study examined middle and secondary mathematics teachers' knowledge structures, informal inferential reasoning (IIR), and pedagogical content knowledge (PCK) for statistics. Using task-based clinical interviews (Goldin, 1997) and cross...
K-12 Mathematics: What Should Students Learn and When Should They Learn it?
(2007-02)
points for K-12 mathematics. In response, the Center for the Study of Mathematics Curriculum (CSMC) organized several meetings of representatives of each group to discuss the nature of their work and possible collaboration. As a result of those meetings...
Understanding the Use of Curriculum Materials: A Cross-Site Research Study Report
(Center for the Study of Mathematics Curriculum, 2006-06)
A cross-site study conducted under the auspices of CSMC was designed to explore curriculum enactment of a particular mathematical topic in the three districts. District representatives selected “composing and decomposing” as the focus of the study...
Educative features of upper elementary Eureka math curriculum
(University of Missouri--Columbia, 2020)
This two-phase study examined the educative features of upper elementary Eureka Math curriculum as well as examined take-up of those educative features in two classrooms at each grade level. Using an analytical framework based on Males (2011...
How teachers design curriculum units: a case study of algebra teachers' instructional decision-making processes and products
(University of Missouri--Columbia, 2022)
This study examined how algebra teachers plan curriculum units when they actively design their curriculum. I used a case study (Yin, 2013) of five experienced high school mathematics teachers who came from school districts of varying sizes across...
Determining and Responding to Teacher Professional Development Needs
(2008)
professional development for teachers was not the only necessary component for moving school organizations forward. As a result, the initial premise of the ALM project was based on the idea that revitalizing school mathematics programs required full, systemic...
Where are the boundaries of mathematics education (policy)? : Comparing two school districts and their subject-matter contexts
(University of Missouri--Columbia, 2023)
which policies are relevant (or not) to mathematics, or how the subject-matter acts as a context for such framing. To that end, I conducted a comparative case study of two school districts through interviews with district leaders, observations...
Examination of the levels of Cogitive Demand Required by Probability Tasks in Middle Grades Mathematics Textbooks
(Statistics Education Research Journal (SERJ), 2007-11)
We analyze probability content within middle grades (6, 7, and 8) mathematics
textbooks from a historical perspective. Two series, one popular and the other
alternative, from four recent eras of mathematics education ...
The Future of STEM Curriculum and Instructional Design: A Research and Development Agenda for Learning Designers
(2010)
and opportunities for future STEM curriculum development and instructional design given current and emerging technologies; and, (b) recommend policy positions and actions by funding agencies and the STEM research and development community regarding STEM...
Mathematics textbooks and state curriculum standards : an analysis of the alignment between the written and intended curricula
(University of Missouri--Columbia, 2007)
This study documented the alignment between state curriculum standards and the treatment of fraction concepts and computation in popular elementary and middle grades mathematics textbooks. Grade-level Learning Expectations (GLEs) from the five most...
Two paths to advanced placement calculus : an examination of secondary students' mathematical understanding emerging from integrated and single-subject curricula
(University of Missouri--Columbia, 2008)
This study examined high school students' mathematical understanding of calculus readiness concepts after studying four years of college preparatory (integrated or single-subject) mathematics. Data were collected from 505 students, 201 experienced...
An investigation of Algebra resources on TeachersPayTeachers.com : examining features and use of curriculum supplements
(University of Missouri--Columbia, 2023)
Teachers choose to supplement their curriculum for various reasons (Drake, 2010) and use online resources to search for and choose these supplements for their curriculum (Silver, 2022). TeachersPayTeachers.com (TPT) is a popular choice for online...
Implementation of integrated mathematics textbooks in secondary school classrooms
(University of Missouri--Columbia, 2009)
The study reports how 44 secondary school teachers implemented the first two courses of an integrated mathematics textbook series, Core-Plus. Textbook implementation was examined in relation to three components: (a) regular use of textbook; (b) use...
Using early numeracy indicators as a means to predict long-term math achievement
(University of Missouri--Columbia, 2010)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The present study examined early numeracy curriculum based measurement as a predictor of a high stakes test score. Scores from quantity discrimination, number identification...